Reviewers evaluate articles in their specialist areas, and provide an opinion that is weighed against the opinion of one or more additional reviewers.
The IAFOR Journal of Language is grateful for the valuable contributions of time and expertise generously donated by all reviewers.
Information about the IAFOR Journal of Language Learning editorial team can be found on the main Editors Board page.
Rafik Hariri University, Lebanon
Dr Najwa Saba ’Ayon is a full-time associate professor in the College of Arts and Sciences at Rafik Hariri University, Lebanon. She is the Chairperson of the Languages and Humanities Department, the advisor of the English Language Program and the coordinator of all academic English, communication, and Intensive English courses in the college. Dr Saba ’Ayon has a BA in English Language, a teaching diploma in TEFL, as well as an MA in TEFL from the American University of Beirut, Lebanon, and a Doctorate of Education (EdD) from the University of Sussex, UK. She has considerable experience teaching English as a foreign language (EFL). Besides teaching English courses, she has taught elective courses, namely Fundamentals of Education, Intercultural Communication, and Public Speaking.
Dr Saba ’Ayon has published and presented in national and international conferences on plagiarism, flipped learning, intercultural communication, student motivation, collaborative learning in ESP courses, as well as EFL teachers’ conceptions of teaching and their practice. She is interested in teacher training and development, ESP, intercultural communication, and preparation of professional communicators. Recently, Saba ’Ayon served as an editor for Sage Open and a senior reviewer of abstracts in The IAFOR International Conference on Education – Dubai 2017 and 2018. She is a reviewer for IAFOR Journal of Education and for Scientific Publishing Research. Dr Saba ‘Ayon was recognised for her teaching strategies and received the university’s Teaching Effectiveness Award in 2016.
University of Leicester, United Kingdom
QTS (Qualified Teaching Status) – University of Bradford, UK
MA (Educational Technology & TESOL) – University of Manchester, UK
PhD (Education, Teachers’ Training) –University of Leicester, UK
Research Interests & Publications domains
- Educational Technology
- Teachers’ Training
- Embedding Technology into Teaching Practices
- Developing Countries Education Systems
- Educational Change
- Educational Leadership
- Curriculum Assessment & Development
Current Research Project
EFL Teachers’ Perceptions and Attitudes on Embedding Technology in Teaching in Relation to the Education Policy in Iraq
Grants & Awards
- British Council – English for Iraq Award
- University of Leicester: Conferences Scheme Grants
- Ministry of Education, Iraq: Curriculum Development & Assessment Award
- IATEFL: Conference Award (Liverpool)
- IATEFL: Conference Award (Brighton)
Flagler College, USA
Dr Charoni is Assistant Professor of French and Spanish language, culture and literature at Flagler College, in St. Augustine, Florida. She holds a Master in History and Archaeology, a Master in Education with focus on foreign language teaching methodology, a Master in French and a PhD in Romance Languages. She has presented papers in national and international conferences, published about pedagogical issues and contemporary literature, been a reviewer of organisational conference committees and has led study abroad programmes.
Eugenia Charoni’s research focuses on contemporary European theatre and cinema (immigration, displacement, acculturation, political oppression, educational issues and Otherness), Digital Humanities and foreign language teaching methodology.
University of Saskatchewan, Canada
Joanie Crandall is Coordinator of the Centre for Forensic Behavioural Science and Justice Studies at the University of Saskatchewan in Canada. She teaches for the College of Education. She completed her doctoral degree at the University of Saskatchewan in Interdisciplinary Studies, during which time she was a principal at a K-6 school in the Arctic and served a Limited Term Appointment. She taught grades 7 to 12 on a remote rural Cree reservation in northern Canada and has a background in Instructional Design and Educational Media. She is a facilitator of Instructional Skills workshops.
She was previously the Book Review Editor for the Journal of Canadian Association of Curriculum Studies and she brings experience reviewing manuscripts for the Canadian Journal of Education. She has worked with non-profits and government agencies and has published her research in a variety of contexts. Her research interests include Indigenous writing, interdisciplinary learning models, multimodal emergent and early literacies, social justice approaches in teaching and writing, and qualitative methods.
Çukurova University, Turkey
Ayça Dinçer has been teaching English as a foreign language since 1999 and has had the opportunity to teach in several contexts, from primary schools to universities. She graduated from the English Linguistics Department at Hacettepe University, Ankara-Turkey (1994-1999), and completed an MA on Discourse (Teacher Talk) at Cukurova University, Adana (2005-2008) before undertaking her Phd (Texts+Conceptual Metaphor).
Since 2010, Dr Dincer has been teaching English to university preparatory students. In other faculties of the university, she lectures in Applied Linguistics, Semantics, Introduction to Linguistics and Semiotics. Dr Dincer has acted as a proof reader for the journal PEGEGOG, which publishes quantitative and qualitative research.
Prince Sultan University, Saudi Arabia
Saadia Elamin is Associate Professor of Translation at the section of English and Translation, Prince Sultan University, Riyadh, Saudi Arabia. Holder of a Doctorate of Translation Studies (Arabic, English and French) from the Higher School of Interpreters and Translators (ESIT) of the Sorbonne in 1984, and a Bachelor of Education (English and French) from the University of Khartoum, Sudan, she has taught translation and interpreting in a number of universities in Sudan, Libya and Saudi Arabia.
Her research interests cover areas such as translation theory and practice, teaching translation and interpreting, translation of university programs, and language competence as part of translation competence. Her papers are published in local peer-reviewed university journals, such as King Saud University Journal; Journal of the University of Khartoum and JJMLL of Jordan, as well as international journals, namely the Turjuman Journal of Translation Studies; and Forum: International Journal for Interpretation and Translation, John Benjamins.
Gulf University for Science and Technology, Kuwait
Florentina Halimi, PhD, an assistant professor of Educational Psychology at the College of Arts and Science, Gulf University for Science and Technology in Kuwait. She earned her PhD degree in Applied Linguistics from Vienna University before spending one year of teaching and research as a Fulbright post-doctoral scholar at the Graduate School of Education, Fordham University, USA, which has both embraced teaching postgraduate students and researchers. Her professional and teaching experience includes teaching and research in cooperation with the Indiana University, Bloomington, USA, the George Washington University, Washington D.C., and the Oxford Brooks University, Oxford, UK.
Dr Halimi is a member of the NYS TESOL association. She is on the editorial board for the Journal of Education, Psychology and Social Sciences and Scientific Committee Member of the International Conferences on Advanced Research in Teaching and Learning. Dr. Florentina’s research has embraced active learning in higher education and teaching for leadership, innovation, and creativity with the special emphasis on achievement motivation, emotional intelligence, attitude, and anxiety influencing the learning process.
Hong Kong Polytechnic University, Hong Kong, China
Lucas Kohnke is currently a Teaching Fellow in the English Language Centre at The Hong Kong Polytechnic University. He is the Subject Leader for ELC’s Discipline Specific Courses for the School of Design and Co-Subject Leader of “English for University Studies”, an EAP course delivered to the majority of 1st year students. He received his Doctor of Education degree in Teaching English to Speakers of Other Languages from the University of Exeter.
Dr Kohnke’s has published articles in TESOL Journal; Journal of Education for Teaching; RELC Journal; the ASIAN EFL Journal as well as other leading journals. His research interests include technology-supported teaching and learning, professional development using information communication technologies (ICT), and EAP/ESP course design. Dr Kohnke currently serves as an Associate Editor for the Linguistic Journal, and he is on the board of reviewers for the Journal of Teaching English with Technology and the Asian ESP Journal. He has previously reviewed articles for the CALL-EJ.
Tamagawa University, Japan
Andrew Leichsenring is an associate professor at Tamagawa University, Japan. He has been an educator for twenty-three years, working in Australia, Japan, and South Korea during that time. He holds a Doctor of Philosophy in Teacher Education from Queensland University of Technology and an Australian primary school teaching licence. He also obtained a Master of Education from Queensland University of Technology, a Graduate Diploma in Teaching and Learning from Charles Darwin University, a Bachelor of International Business from Griffith University, and a Bachelor of Arts from The University of Queensland.
In addition to his editorial work with several publishers, he has widely published his research on various aspects of teaching and learning. His research interests include: L2 English language education, learner identity development, professional teacher identity development, and speaking and listening assessment.
North South University, Bangladesh
Katherine Li, PhD, is Director of External Affairs and Assistant Professor at the Department of English & Modern Languages, North South University, Dhaka, Bangladesh. As a global nomad with an intellectual bent, with travel as her teacher it took 10 years for Katherine to complete her BA in Asian Studies from the University of Hawaiʻi at Mānoa. Subsequently, having experienced first-hand the role that education plays in development, she decided to pursue an MA in International Educational Development at the Teachers College, Columbia University. While in NYC, she became more familiar with the work of the United Nations which helped focus her attention on Global Citizenship Education and Peace Education. After living through 9/11, she decided to return to Honolulu to complete her PhD in Educational Foundations at the University of Hawaiʻi at Mānoa while simultaneously earning a Certificate in Conflict Resolution.
Dr Li is a trained and practicing mediator and facilitator. Living for the past five years in Bangladesh, she has been privileged to apply everything learned from her formal academic training. Her research interests include conflict transformation; trauma & resilience; and how the Sustainable Development Goals (4 & 16) feature in the curriculum.
Moscow State University, Russia
Dr Mishieva is an Assistant Professor at the Faculty of Foreign Languages and Area Studies at Moscow State University, Russia. She has a number of publications on discourse analysis, online youth communication, and ELT, among which is a state approved EFL textbook for Russian schools. She is a member of the National Association of Applied Linguistics (Russia), and the National Association of Teachers of English (Russia).
Her current academic research interests concentrate on cultural and national identity and related state educational policy, including ways of developing cultural identity by means of ELT.
National University ''Odessa Maritime Academy'', Ukraine
Oleksandra Romaniuk is Associate Professor at the English Language Department, the National University “Odessa Maritime Academy”, Ukraine. Her PhD in Education focussed on “Theory and Methods of Teaching (Germanic Languages)” and she defended the dissertation titled “Teaching Spoken English to Arts and Humanities Students on the Basis of Authentic Works of Literature”. Dr Romaniuk’s professional development focus is on contemporary linguistic issues such as Interpersonal Communication Competence; Interactional Sociolinguistics; Interpersonal Pragmatics; Discourse Analysis Corpus Linguistics; and Gender Studies. Within the scope of her academic research she has published in peer-reviewed journals as well as working with academic members of the research team to deliver scientific project outcomes.
Currently, Dr Romaniuk’s research project is devoted to the study of interpersonal communication competence within romantic communication (men vs. women) at different stages of the relationship development based on dating behaviours (media vs. naturally occurring) in various dating cultures (American vs. Ukrainian). She has authored over 50 research papers and has participated in more than 20 international conferences and projects.
University of Jaffna, Sri Lanka
Dr Sanmuganathan is Senior Lecturer in ELT attached to the University of Jaffna, Sri Lanka. Previously he served as a teacher of English Language at primary and secondary schools for 17 years. He has a PhD in Linguistics from the University of Kelaniya and SOAS, University of London. Before this, he completed both an MPhil and MA (English Medium) at the University of Kelaniya, and a Post Graduate Diploma in Education (distinction) and a BA from the University of Jaffna (English, Linguistics and Sociology).
In the past, Dr Sanmuganathan has widely published. His most recent book, Teaching Morphosyntactic Features of English is published by LAP LAMBERT Academic Publishing (2017). In addition, he has also published two books on English Communication, and many peer reviewed journal articles and conference papers, on topics such as Language Learning, Second Language Teaching, EFL and Error Analysis, Learning Difficult L2 Grammatical Forms, CALL, Pedagogy, Linguistics, and Impediments Encountered in Developing Writing Skills.
Western Galilee College, Israel
Dr Bethe Schoenfeld was born in Yokosuka in 1958, but lived in the USA before moving to Israel in 1981. She has been teaching English in Israel at both the secondary and tertiary levels since 1985. She is former Head of English Studies at the Western Galilee College and the current Coordinator for Exam Writing.
She has published two books Dysfunctional Families in the Wessex Novels of Thomas Hardy, and The Routine of War: How One Northern Israeli Community Coped During the Second Lebanon War. She has collaborated on 3 EAP textbooks: A.C.E.S. 1– Advanced College English Skills, A.C.E.S. 2– Advanced College English Skills, The Big Picture – Strategies for College English at the Intermediate Level, and The Latest and the Greatest (edited texts and questions for reading comprehension at the Advanced Level).
American University of Sharjah, UAE
Dr Mai Zaki is currently an Assistant Professor at the Department of Arabic and Translation Studies, American University of Sharjah. She has a PhD in Linguistics from Middlesex University, London and a degree in teaching Arabic as a Foreign Language (TAFL) from SOAS, University of London. She has taught courses in linguistics, translation, and Arabic as a Foreign Language in universities in Egypt, the UK and the UAE. Her research interests include pragmatics, corpus linguistics, translation, corpus-based teaching and foreign language teaching. She presented her research in many international conferences and is published in the fields of linguistics and Arabic teaching.